The lesson has full written resources with: differentiated resources; points for assessment; links to video; fun task to test understanding of knowledge; a classroom assessment point to help differentiate for the last main task. The lesson is aimed at higher triple GCSE students (grades 5 to 9) but will also be effective for struggling a level students. Lesson aims: I can describe how monoclonal antibodies are made. I can explain how monoclonal antibodies are produced from mouse lymphocytes to produce monoclonal antibodies on mass. I can apply ideas and explain how monoclonal antibodies can be used in other applications. The lesson follows this route: quick starter. introduction of new material Using new material and describe the process of monoclonal antibody production from mice. peer to peer assessment and pairedwork on task. model answer and correction with green pen. Assessment true and false quiz. Differentiated questions. Plenary.

A set of twelve cards with things not to do in the lab. A bit of fun and good discussion point for what to do and what not to do in the Sci lab. It really gets the students thinking and gets them motivated. Taboo. At the top of the card is the thing that must not be done in the lab. The student has to describe to another student what that thing is, whilst not using the words on the card. As a bit of a challenge - students should not be allowed to make actions. Enjoy!!

Biology B2 (trilogy) AQA low stakes formative assessments. 16. Designed so they can be placed every 6/7 lessons in Biology GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: nerves and hormones, genetic material and meiosis, genetic inheritance, natural selection and selective breeding, nutrient cycle, communities and food webs. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

Biology B1 (trilogy) AQA low stakes formative assessments. Designed so they can be placed every 6/7 lessons in Biology GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: Microscopy, Transport, Enzymes, circulatory system and organs, plant organs and tissues, pathogens and diseases, drugs, vaccinations, photosynthesis and rate, respiration and metabolism. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

Full Set of Biology (trilogy) AQA low stakes formative assessments. 16. Designed so they can be placed every 6/7 lessons in Biology GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: Microscopy, Transport, Enzymes, circulatory system and organs, plant organs and tissues, pathogens and diseases, drugs, vaccinations, photosynthesis and rate, respiration and metabolism, nerves and hormones, genetic material and meiosis, genetic inheritance, natural selection and selective breeding, nutrient cycle, communities and food webs. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

This is a resource that covers all of B1 and B2 Trilogy. Each slide covers the whole of one topic and has 11 sections with revision tasks. Topics include: Cells Biology and Transport, Organisation a (tissues and organs), Organisation b (enzymes and digestion),Organisation c(health and disease: lifestyle effects and non communicable),Infection and Response, Bioenergetics (photosynthesis, respiration and anaerobic respiration), Homeostasis, Inheritance and genetic Material a, Inheritance and genetic material b (evolution and classification), and ecology. Each slide and topic is differentiated and is broken down into bite size but significant tasks. Green tasks low able; orange mid; more challenging. Each topic includes activities on required practicals, equations and general subject knowledge. One slide is designed for one hourly lesson. The task type is also varied to make the resources more interesting. The students can choose the task they do and this can also be made to be competitive. The last slide has a grid (that gets frozen on the IWB), which students with small post it notes (names on) place it in the star score box that they have gained as they have been completing tasks. This also allows for visual assessment (individual and group). The score is gained by the number of stars they have achieved from the sheet. These are designed to allow the student to develop subject knowledge first and foremost, which can then be used to answer exam style questions. They will need their exercise books and possibly text books to support them. I have tried this with my students and they all love the format and has proved effective when helping them to revise. The competitive element (which can be used or not) has also been enjoyed and has made revision more enjoyable. Year 11’s really like this.

This is designed for students completing GCSE and specifically aim at students who need extra support. So from the low ability groups to mid ability groups. Grades 1 - 6. These work well along side my less structured 6 mark templates for the higher ability groups which focus on what they know and how they are going to use that information. This resource is a designed to be quick to set up (with exam pro or existing 6 mark questions - paste them into the template), aid the student on how to structure there answer, write in feedback, from which they can then write an excellent response to the question. They also work along side a metacognitive approach. Students do not answer the questions yet! Students will need there ppt printed out but both slides on one sheet. This makes it easier to trim down and glue in books as a piece of formative assessment and also as a task on one side. My students love these. Instructions are on the ppt. 1.When showing this on the board, go through the tasks that need to be completed once they have read the question. 2. Students will need to then go through the tasks on their sheet and tick when completed. This will mimic how students should break down a long style (6 mark) answer. 3. Discuss what the students have come up with – if possible write down there ideas on the board on the ppt. 3. Then show ideas once they have completed the table on their sheet.

This is a simple checklist that covers two pages and can easily be glued in students books, accessed by students, parents and placed on areas such as show my homework. Each topic is broken down into lessons. One page covers B1 and another B2. This has been developed in response to the needs and wants of my students. They love this. It has required practicals which is useful for the students to know as well as the content.

This is a one page checklist that can be glued in student books and also placed on websites like show my homework. It is designed to be simple for students and parents wanting to help students. Higher tier and required practical content is indicated on the page.

This lesson is designed for year 9 - year 11 students. Can be used for year 8 and 7, if you are selective with which group. It includes the lesson ppt and contraceptive fact sheets. Main Lesson: research and information collection task. Peer assessment and chance to improve there work. Differentiated question sheet (by outcome) which can be orchestrated by getting students to start at different points in the main question sheet - Based on Blooms. It has many opportunities for class discussion throughout the lesson.

Designed for A-level student. Also compares animals, to bacteria and plants.

This is an effective way show students how to approach and write 6 mark questions. These work very well along side my more structured 6 mark template approach - which is not sold as part of this set. Students love these. This resource is a designed to be quick to set up (with exam pro or existing 6 mark questions), aid the student on how to structure there answer, write in feedback, from which they can then write an excellent response to the question. You will need to add in the 6 mark question of choice (paste it in). It consists of three slides. the first one is the student copy. step 1) Students do not write in the answer but write in the ideas and connectives that will them answer. Step 2) from exampro, the ideas or statements from the 6 mark answer will be in the ideas box. Students write in feedback and corrections in green. Step 3) students then write the answer. Give a time limit. Step 4) mark and give back feedback. I found this to be really powerful, particularly in step 2 with the metacognitive phase. I have thrown in an example to show you how to do it.

These home works are designed to be quick to organise and easy to mark, without sacrificing the quality of the home work for the students. All you need to do is add the information required for the home work activity. The instructions are differentiated by outcome and they too can be modified depending on the task. These are quick to edit, upload and print out. My students love these. Marking them is quick. Highlight in one colour the task which is a WWW and in another colour an EBI. I always try and give a sentence or two that is specific to the student. This makes it easier to hand the home work back quickly and for the students to respond to their feedback.

Quick Generic Science HWK activities for all abilities. All you need to do is add the information needed for the task. This could be an image, bunch of words, links to videos, a couple of questions. This PPT has 6 different home work activities that can be quickly edited, uploaded or printed off. These have been designed with the busy teacher in mind but not sacrificing the quality of the home work for the students. Each task is differentiated by outcome and all the students need to do is follow the task, number by number. They are easy and quick to mark as well. Highlight the the task (WWW) that they did well in one colour and highlight the task (EBI) that they did not do well. I will always add something specific for the student to focus on. I have trialled these in my class room and the students have enjoyed them. Always encourage them to spend time thinking and research before answering. Plus, because the task are quite short when the students get going, its easy to only accept quality work.